TeachMeet Brisbane 2012
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The document discusses using project-based learning and assessment strategies to support students in an English class, specifically having students collaborate on an epic poem through workshops and presentations, and ensuring assessment encourages creativity, reflection, and peer feedback rather than hidden punishments. It also notes the driving question is how PBL can support learners in English and explores using workshops, presentations, and a poetry forum to support learning about poetry.
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Creativity and Assessment
This document discusses ways to demonstrate and assess creativity. It provides definitions of creativity from various sources, such as a novel work that is useful and satisfying to a group. The document outlines that creativity can be assessed carefully through evaluating the creative process or products using criteria, but students should not be graded directly on their creativity. Assessment methods mentioned include product judgement by moderation/consensus, product rating with rubrics, and self-assessment for formative feedback.
Literacy and digital technologies
This document discusses the evolving definition of literacy and how digital technologies can support literacy development and multiliteracies. Literacy now involves mastery of various language modes including reading, writing, speaking, listening, viewing, and creating across traditional and digital texts. Technologies can enrich expression and communication through multimodal texts, new language and culture, and enable writing, modeling, visualizing, and presenting to develop creative and critical literacies.
LATICE Symposium - July 2013
The document discusses the affordances of flexible learning spaces and how teachers can maximize these spaces through their pedagogy. It suggests considering how activities can purposefully use different areas of the classroom, like the camp fire, watering hole, and cave primordial learning spaces. While inquiry learning tends to be individual work, project based learning offers a collaborative approach and can guide adoption of group tasks. The document concludes by recommending utilizing group stations and organically incorporating physical and digital technologies into lessons.
Marsden PD session 2
Kelli McGraw uses social media like Twitter and blogging to both teach her students and further her own professional learning. She outlines some of the successes of using social media in the classroom, like increased student participation and motivation, but also notes potential obstacles like cyberbullying and unequal access to technology. The document provides tips and examples for using social media tools like blogs, wikis and Twitter to enhance student projects and allow teachers to monitor student work online. It emphasizes the importance of modeling ethical online behavior and setting clear boundaries for professional social media use.
English teachers who blog
Slides used in the panel discussion at the 'Five Bells' AATE 2012 national conference in Sydney.
Panel with Kelli McGraw, Darcy Moore and Bianca Hewes, chaired by @melanne_k
Alice in Australia: Digital Storytelling
Kelli McGraw presented on digital storytelling and Inanimate Alice. She discussed what digital storytelling is, including different types like digital fictions, embellishments, and transformations. She provided examples of where to find digital stories online, such as the Electronic Literature Collection. Inanimate Alice is an interactive web series that can be used as a teaching tool in Australian classrooms. Students benefit from making their own digital stories as it develops higher order thinking, digital literacy, problem solving, and storytelling skills.
Screen jockey - Managing multiple online learning environments
The document discusses managing multiple online learning environments for teaching. It recommends being organized with passwords, choosing online spaces strategically like Wikis for projects and Twitter for discussions, and scaffolding student engagement with instructions, time to log in, and modeling participation. Screenshots and replacing workbooks with online tasks are also suggested to help students navigate different online spaces.
The digital teacher - ETAQ presentation
The document discusses using digital tools for teaching, including blogs, wikis, and social media. It provides tips for setting up blogs and using them effectively for student work. RSS feeds and email folders are recommended for managing digital content and communication. While digital tools allow for new ways to monitor student work, teachers should also maintain work-life balance and get support from colleagues when adopting new technologies.
AERA slides
Slides used for my 2012 AERA paper in the symposium: 'Producing the Young Citizen in Texts of Families, Neighbourhoods, and Nations.'
Images are screen shots taken from the film versions of 'The Hunger Games', 'Tomorrow When the War Began', and the Australian television soap 'Neighbours'.
Kelli pecha kucha poetry intro
This document discusses the author's experience with poetry over different stages of their life and career. It begins with poetry they connected with in high school and university, including works by John Keats and Les Murray. It then outlines how they have taught poetry in different year levels, exploring genres like haiku, limericks, and protest poems. The document describes workshops and activities the author led to engage others with poetry, such as walks and notebooks. It concludes by emphasizing the author's ongoing commitment to making further connections between people and poetry through readings, resources, and conversations.
Texts in the 21st century
The document discusses how digital publishing has changed the nature of texts in the 21st century. It notes that the internet allows access to texts that may not otherwise be discovered. Digital publishing has also created new genres like digital narratives and new modes of authorship through features like hyperlinks. Additionally, digital publishing encourages new text forms and can support elements that could also exist in print. The document advocates for writing in many different places and formats.
Speaking and listening lecture
This document discusses speaking and listening approaches to texts. It defines the contexts of culture and situation that surround texts and notes that meaning is represented through semiotic systems beyond just language. It explores the modes of speaking and listening as oral language and examines genres, codes and conventions for prepared public speech, debates, spoken word and other performative approaches. Paralanguage and rhetoric language devices like metaphor and repetition are also discussed as important aspects of speaking and listening.
English curriculum studies 1 - Lecture 4
This document discusses different approaches to change and curriculum development using the metaphors of pirates and ninjas. It suggests that those reluctant to change think like ninjas seeking stability and preservation, while change requires risk-taking like pirates. It notes different contexts may require a pirate or ninja approach. It also discusses theories of text and response relating to conservative preservation versus counterculture exploration of alternatives.
English curriculum studies 1 - Lecture 2
The aims and purposes of secondary English education are to teach literacy skills, cultural heritage, and critical thinking to students aged 8-12. The document discusses different models and approaches to English teaching, including skills-based, sociocultural, and critical cultural frameworks. It encourages students to reflect on the discourses and paradigms that influence their own views of what an English education should encompass based on required readings about the history and approaches to the subject.
English curriculum studies 1 - Lecture 1
This document provides an overview of an introductory lecture for an English curriculum studies unit. It includes quotes from students on why they want to become English teachers and discusses how the unit will help students develop a philosophy of English teaching and learn strategies to support student learning and instructional planning. It also notes that curriculum requirements are changing and introduces some key concepts like literacy, multiliteracy, and the role of literature in the English curriculum. The lecture concludes by outlining required reading and optional additional resources for students.
What the Tweet?
This document provides instructions for using Twitter as a backchannel for a conference. It outlines 3 steps: 1) Join Twitter for free, 2) Follow relevant Twitter accounts related to the conference, 3) Start tweeting your own comments and questions about conference presentations using the conference hashtag #ETAConf09 so others can find and join the discussion.
What The Tweet
This document discusses using Twitter to extend one's professional learning network by tweeting about interesting links, professional reflections, problems and solutions, and personal aspects of life. Tweeting for a PLN allows one to hear different perspectives, ask colleagues for information and resources, make new connections, vent, enhance professional relationships, overcome distance barriers, promote ideas, and broadcast information to followers.
AGQTP: Element 5 Action Research
Slides from my workshop presentation, December 2nd 2008.
"Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills"
HSC English Class 2008 Immigrant Chronicle
This document is a poetry scroll for students in McGraw's 2008 HSC English class to revise poems from Peter Skrzynecki's book Immigrant Chronicle. The scroll allows students to work on revising poems from the collection for their studies. It contains poems that the class can analyze and rework as part of their curriculum.
Bladerunner Screenshot Analysis
The document provides descriptions of key scenes and events from the film BladeRunner. It summarizes the opening scene with an establishing shot of a skycraft flying through the skyscrapers and billboards advertising off-world colonies. It then describes a scene in China Town with an imposing dragon statue in the rain and an overcrowded, bleak street. Finally, it mentions sudden, shocking murders committed in a violent and graphic, execution-style manner with one victim told "wake up, time to die."
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TeachMeet Brisbane 2012
- 1. #tmbrisbane #pbl ‘Fair’ Assessment in Project Based Learning Kelli McGraw @kmcg2375 Queensland University of Technology
- 2. Pictured - Lachlan Brown (poet) from: Team teaching my first poetry workshop.
- 3. Macquarie Fields HS South Western Sydney
- 6. Lines contributing to an ‘epic poem’ collaboration with Abbotsleigh Girls School
- 7. Project Based Learning (#PBL) @BiancaH80 @malynmawby @Vormamim @benpaddlejones Buck Institute for Education, 2012 (bie.org)
- 8. University learning and teaching…
- 13. Assignment three
- 18. Significant Content • Driving Question: How can project-based learning and assessment strategies support learners in English? • In-Depth Inquiry: Use of project-based workshops and presentations to support learning about poetry. • Public Audience: Poetry Forum in June (end of semester, after Field Experience)
- 19. 21st Century Skills • Need to Know: Observing project-based learning and assessment strategies to use in Field Experience. • Voice & Choice: Assessment explicitly supports and encourages this. No hidden punishments for creativity! • Revision & Reflection: Assessment items scaffold reflection. Peer assessment supports critical friendships.